Grades

Please refer to the relevant Bachelor Degree rule in the Handbook of Undergraduate Studies.

Grading Appeals

If, at the conclusion of the unit, you have performed below expectations, and are considering lodging an appeal against your final grade, please refer to the website below.  It provides information about the process and the cut off dates for lodging appeals.  Please read the instructions provided concerning valid grounds for an appeal before proceeding to lodge one.

http://www.businessandeconomics.mq.edu.au/for/new_and_current_students/undergraduate/admin_central/grade_appeals

Special Consideration

The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The policy is available at: http://www.mq.edu.au/policy/docs/special_consideration/procedure.html

Timetable for classes can be found on the University web site at: http://www.timetables.mq.edu.au/

Required readings and/or materials

Textbook: There is no required textbook for this unit.

Further reading: Suggestions for further reading are available through the FOBE201 online unit.

Websites:

www.usemyability.org

www.adcet.edu.au/cats/

www.mqas.org

Research resources: Students can access key research databases through the Library website.  The following is a list of recommended databases:

• EBSCOHost – Academic Search Elite, Business Search Premier
• Wiley Interscience
• Global Market Information Databases
• Ulrich International Periodicals (for peer-reviewed journal checking)
• JStor (for humanities and social sciences journals)

Technology used and required

Technology used:

• Learning Management System
• Microsoft Office (or Open Office)
• Internet
• iLecture

Technology required:

• Access to a computer
• Access to Microsoft Office (or Open Office)
• Access to the internet

Unit website

FOBE201 is available at: https://ilearn.mq.edu.au

Student will be required to complete 1 week  or equivalent (30 hours) of placement in a partner workplace focused on providing employment access for people with disabilities.

Students will be required to attend three seminars, and to submit assessment tasks.

At the seminars, students will be introduced to theories of disability, as well as to the social, philosophical, economic, legal and human resources aspects of the employment of people with disabilities.  In addition to providing a theoretical basis from which students can work during their placements, the seminars will focus on orientation, scaffolding (particularly for reflective practice) and debriefing after the conclusion of the placements. 

Research and practice

For the final presentation, students will be required to demonstrate competence in problem solving and research capability. Students must explore different research methods and select appropriate techniques or tools to collect and analyse data or information from a range of sources.

Relationship between Assessment and Learning Outcomes

Students' knowledge of and engagement with issues surrounding the employment of people with disabilities will be tested by a range of assessment tasks.  These tasks are set up in such a way that they provide continuous assessment and scaffolding throughout the course and allow students to build up their skills and knowledge in a cumulative manner.

Attendance at seminars is compulsory (unless a student has a compelling reason for being unable to attend).

A placement of 1 week (30 hours) is compulsory.

Late assignments will be penalised at a rate of 1% per day, including weekends. Applications for extensions in appropriate circumstances should be made before the due date to the course convenor.

There is no final examination for this unit.

Seminar 1 (Week 1) –

a) The global situation of employment of people with disabilities, looking at the International Convention on the rights of People with Disabilities and the way in which this has been observed internationally, bringing a sharp contrast to the Australian situation.

b) What we mean when we talk about disability i.e. physical, sensory, psychiatric, cognitive.  Statistics surrounding disability in Australia.

c) Legal issues relating to excluding people with disability from employment and/or employment and training activities

d) Social and Economic implications of discriminatory practice and the exclusion of people with disability from the workforce.

d) Overview of the unit, what will be expected of students.  Assessments, placements, etc

Readings: 

Barnes, Colin (1997). A Legacy of Oppression: A History of Disability in Western Culture. Len Barton and Mike Oliver (eds.) Disability Studies: Past, present and future. Leeds: The Disability Press, pp. 3-24.

UN Convention on the Rights of Persons with Disabilities (2007).

Disability Expectations: Investing in a better life, a stronger Australia (Price Waterhouse Coopers, 2011) pp. 14-21.

Disability Discrimination Act (1992).

Disability Standards for Education (2005).

Disability Expectations: Investing in a better life, a stronger Australia (Price Waterhouse Coopers, 2011) pp. 29-53.

OECD (2011), Inclusion of Students with Disabilities in Tertiary Education and Employment, Education and Training Policy, OECD Publishing, Chapter 4 (‘The difficult transition from education to employment’) pp. 105-126.

Rehmann-Sutter and Dietmar Mieth (Eds), The Contingent Nature of Life: Bioethics and the Limits of Human Existence. Springer Business and Media, pp. 235-246.  

World Report on Disability (World Health Organization, 2011) ‘Work and Employment’ pp. 233-258

Balazadeh, Nancy Jane Hesseltine (2003): Disability and Poverty: Employment, the Bottom Line,

Journal of Poverty, 7:3, 143-148.

Seminar 2 (Week 8) Checking in and your reflections so far

Reflection for your PACE Experience.

1. What comes to mind when you explain your placement to your friends or family?
2. What are the 3 approaches that come to mind when you think about working and employing people with disabilities?
3. Consider the current environment (PESTL). Who and how are people with disabilities affected and what are the implications? Explain how that makes you feel.
4. How have your attitudes and behaviours changed as a result of this placement? What evidence do you have for that?
5. Were there any unintended learnings from this experience? Please explain.

Readings:

No readings

Seminar 3 (Week 13) – Final Presentations from students.

Assessment guide explains the requirements for this week. You will be invited to attend a seminar at a specified time and date by PACE staff and Unit Convenor.

No readings